Nurturing Autonomous and Creative Learners The Kent Secondary Strategy phase 2

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Nurturing Autonomous and Creative Learners The
Kent Secondary Strategy phase 2

• In Kents successful learning communities,
  achievement will exceed expectations and no child
  or school will fail

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The Kent Secondary Strategy

• In Kent we must develop creative autonomous
  learners who have the right to the best learning
  opportunities irrespective of background. We aim
  to provide personal fulfilment and to ensure that
  young people can compete in the knowledge and
  creativity economy of the 21st Century. Together
  with sustainable economic development, education
  can be the catalyst to lift children from
  poverty. It should provide them with the skills
  and knowledge to become confident, self reliant,
  healthy, collaborative and responsible citizens
  who are economically active and able to
  participate in a democratic society.

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The Kent Secondary Strategy

• Builds on the key elements of Phase 1
• Communities of schools/Clusters of schools
• Community Schools
• Specialist schools/Kent Badging and the Secondary
  Network
• Widening the curriculum choice and vocational
  expansion (14 - 19 Learner Strategy)
• Attendance and Exclusions
• Admissions
• Teacher Recruitment and Retention
• Radical Options for schools in challenging
  circumstances

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The Kent Secondary Strategy

• The Phase 2 Secondary Strategy
• Recognises the high level of achievement of Kent
  students at GCSE and A/AS levels
• Addresses concerns about those young people who
  do not achieve the national benchmark of A-C
  GSCEs
• Supports a high standard of educational
  experience for all students and promotes
  self-reliant learning
• Develops the skills that Kent students will need
  for life in the coming decades
• Further develops the collaborative model
  introduced through Clusters
• Provides the vision for Building Schools for the
  Future, ICT investment etc.

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The Kent Secondary Strategy

• The system we work in today was invented nearly
  100 years ago for another time and another
  mission - the processing of large numbers of
  students for rote skills and the education of
  only a few for knowledge work. It was never
  designed to teach all children to high levels.
• Linda Darling-Hammond, School Redesign Network,
  Stanford University

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Transforming the organisation of learning in
schools

• Enabling students to become autonomous learners
  by designing a curriculum that is relevant for
  young people in modern day society
• Inculcating a lifelong enjoyment of learning and
  empowerment even for disengaged students
• This will be done through
• Each teacher teaching a broader curriculum range
  so that pupils have contact with a reduced number
  of teachers
• Appropriate class sizes - master classes, small
  groups and 11 support
• Structure project based learning emphasising
  skill acquisition
• Teachers as coaches rather than deliverer of
  knowledge
• An emphasis on independent learning supported by
  digital portfolios, group based learning and high
  level ICT skills
• Learners understanding how they learn

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Transforming the organisation of learning in
schools

• A remodelled curriculum with modular courses and
  systematic reporting and internships to replace
  traditional work experience
• Assessment through using agreed criteria,
  exhibitions and regular evaluation of strategies
• Personal support through advisory system and
  enhanced engagement of the students family
• The development of vocational skills
• Links with the 14 to 19 Learner Strategy

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Developing Capacity and Structures

• The LEA as a strategic authority
• Schools Structures
• EIPs
• Federations
• Schools within Schools
• Radical options to be developed in collaboration
  with Cluster Boards/EIPs and including
  consideration of the local context
• Hard Federation
• Strategic similar school partner
• Academy
• Amalgamation
• Closure

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Placing Schools at the Heart of their Local
Communities

• To improve education attainment, attendance and
  behaviour, reduce criminal activity and teenage
  pregnancy, improved participation post 16 and to
  raise aspiration through
• Developing a range of services and signposts to
  other support
• Expanding pre and after school support and use of
  school facilities
• Providing lifelong learning opportunities
• Engaging parents and carers in their childs
  education
• Develop links to business eg business incubators

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Designing and developing the Learning
Infrastructure

• Recruitment and development of inspirational,
  innovative and collaborative headteachers
• Recruitment and development of an informed,
  innovative and collaborative workforce
• Development of a highly focused approach to
  school improvement
• Development of effective partnerships with
  public, voluntary and commercial sector partners
  to enhance services to children
• Appropriate deployment of ICT for learning, pupil
  support and school management
• The design and build of modern learning
  environments in the right locations

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Next steps

• Consultation with and involvement of all
  stakeholders
• Development of action plans
• The support of existing good and innovative
  practice and the development of pilots
• Make links with other strategies
• SEN/AEN Strategy
• 14 to 19 Strategy
• Community Schools Strategy
• Integrate as core to the Building Schools for the
  Future vision

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Your views are important

• Which elements will raise attainment for young
  people?
• What needs further development or alteration?
• Any additions which should be included?
• What has worked for you in improving engagement
  and achievement?
• Do you have examples of good practice?

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Feedback on the draft strategy to

• secstrat.education_at_kent.gov.uk
• or write to Andy Nicklin, Policy Unit,
• Education and Libraries,
• Sessions House, Maidstone, ME14 1XQ